DNP-810 Topic 7 DQ 2 Identify a method that uses evidence-based data to support new or innovative ways to care for patients with chronic disease

Sample Answer for DNP-810 Topic 7 DQ 2 Identify a method that uses evidence-based data to support new or innovative ways to care for patients with chronic disease Included After Question

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Topic 7 DQ 2

Jul 21-25, 2022

Identify a method that uses evidence-based data to support new or innovative ways to care for patients with chronic disease. What are the anticipated outcomes of employing this method and methods like it? How can the doctoral-prepared nurse apply this information in practice? Explain. Support your rationale with a minimum of two scholarly sources.

REPLY TO DISCUSSION

Carolyn Smith

Jul 27, 2022, 3:08 AM

Published

A Sample Answer For the Assignment: DNP-810 Topic 7 DQ 2 Identify a method that uses evidence-based data to support new or innovative ways to care for patients with chronic disease

Title: DNP-810 Topic 7 DQ 2 Identify a method that uses evidence-based data to support new or innovative ways to care for patients with chronic disease

Replies to Carolyn Smith

In the past two decades, the prevalence of chronic illnesses in the US has grown by a steady 7 to 8 million persons every five years. Currently, chronic illnesses affect 50% of the US population, and the treatment takes more than 85% of health care costs. The National Health Expenditure Data reveals that 90% of the country’s $4.1 trillion yearly healthcare expenditures are spent on individuals with chronic and mental health illnesses (CMS, 2018). For example, cancer is attributed to huge medical costs in the US and they are estimated to increase dramatically by 2030 due to increased cancer cases, reflecting the increasing burden of cancer care among cancer patients (Waters & Graf, 2018). In addition, heart diseases and stroke take an economic toll and cost the US health care system $216 billion annually and $147 billion in lost productivity.

Patients with chronic illnesses have a high healthcare utilization, which increases with the number of conditions one has. Individuals with multiple chronic diseases have one of the highest healthcare spending as the healthcare costs increase non-linearly with each ensuing condition (Braillard et al., 2018). Besides, multiple chronic illnesses are linked with wastage of resources due to a fragmented healthcare system. Patients often consult different medical specialists for each condition, which often leads to wastage of resources from polypharmacy, duplication of diagnostic tests, and duplication of medical procedures.

Genetics are associated with chronic illnesses like obesity, diabetes, some cancers, heart disease, and hypertension. These conditions are associated with huge costs, and more people are increasingly being diagnosed. Besides, the treatment of these genetic-related diseases significantly affects the economics of the healthcare system since patients often require life-long medication and regular follow-ups (Waters & Graf, 2018). The DNP- nurse can utilize the information to assess patients and the risk factors for chronic diseases. The nurse can educate patients on how to modify their lifestyle to eliminate the modifiable risk factors and manage the diseases in those that have been diagnosed (Waters & Graf, 2018). This can lower the healthcare costs and the wastage of health resources associated with the treatment of chronic diseases.

References

Braillard, O., Slama-Chaudhry, A., Joly, C., Perone, N., & Beran, D. (2018). The impact of chronic disease management on primary care doctors in Switzerland: a qualitative study. BMC family practice, 19(1), 159. https://doi.org/10.1186/s12875-018-0833-3

Centers for Medicare & Medicaid Services. (2018). National health expenditure data: historical. webpage, December, 16.

Waters, H. U. G. H., & Graf, M. (2018). The costs of chronic disease in the US. Santa Monica, CA: The Milken Institute.

Cassandra Turner-Donegal

replied toCarolyn Smith

Jul 27, 2022, 10:54 PM(edited)

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Replies to Carolyn Smith

Hi Carolyn,

Thanks for sharing an informative post. I do agree that the cost of treating individuals with chronic illness to the healthcare system is significantly high both financially and from the human resources perspective and as DNP prepared nurses our roles and expectations in leadership, nursing informatics, public health, knowledge translation, application of implementation science, application of improvement science, and quality improvement will be increasingly high to bridge theory – knowledge- practice gaps and to embrace the interconnection between medicine and public health issues (Bekemeier et al., 2021).

Reference

Bekemeier, B., Kuehnert, P., Zahner, S. J., Johnson, K. H., Kaneshiro, J., & Swider, S. M. (2021). A critical gap: Advanced practice nurses focused on the public’s health. Nursing outlook, 69(5), 865–874. https://doi.org/10.1016/j.outlook.2021.03.023

Jennifer Murillo

Jul 25, 2022, 10:29 PM(edited)

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Replies to Carolyn Smith

EBP, otherwise recognized as evidence-based practice, is the judicious and conscientious utilization of specialized clinical expertise alongside current best evidence and patient values to guide health care decisions. To implement evidence-based practice, practitioners must first identify practices and programs tested and shown effective (Abidi, 2017). Moreover, leaders of nursing backgrounds enact successful EBP integration through attaining generalized leadership awareness and recognizing the importance of being knowledgeable about a proposed change, partnering with a team of staff ready for the change, engaging the help of mentors or change agents at the unit level. EBP proves its indispensable nature through how it aims to provide efficacy within patient outcome improvement (Abidi, 2017). Patients expect the most effective care based on the best available evidence. It is believed that with improved healthcare delivery that focuses on evidence-based management therapies, cases of hospital readmissions can be reduced significantly (Abidi, 2017).

Hypothesis: “Healthcare professionals can implement existing evidence-based management therapies and develop strategies to prevent hospital readmission for patients diagnosed with congestive heart failure (CHF).”

According to Davidson et al. (2015), it is essential to possess standardized practice concerning congestive heart failure management. The current approach enabling doctors to embrace differing methods rooted in biased decisions does not assume a responsible stance within a modern society where advanced technology has enhanced health delivery. MAP, known as multidisciplinary action plans, are some evidence-based therapies that are increasingly becoming popular in managing congestive heart failure (Davidson et al., 2015). Designed to provide the framework for inpatient management of CHF, MAP is a structured nursing plan for inpatients. It is recommended that before a CHF patient is discharged from the hospital. A cardiologist, nephrologist, dietician, family practitioner/PCP, and a hospital representative should be present and give their approval and home health referral for medication management (Davidson et al., 2015). The primary objective is to ensure that when the patient leaves the hospital, the entire medical team will be confident that all the necessary factors are considered to minimize the chances of hospital readmissions (Davidson et al., 2015).

Doctorally prepared nurses to promote the uptake of evidence by developing the knowledge and skills of clinical nurses through role modeling, teaching, clinical problem-solving, and facilitating change (Anderson, 2015). They must be prepared to assume the responsibility and accountability to make complex health care decisions based on findings from rigorous or high-quality research reports, clinical expertise, and patient perspectives. The implementation of EBP enables DNP-prepared nurses to apply data-backed solutions that incorporate clinical expertise and current research into the decision-making process (Anderson, 2015). As a result, to produce positive patient outcomes by integrating the best research evidence, clinical expertise, and patient preferences (Anderson, 2015).

DNP-810 Topic 7 DQ 2 Identify a method that uses evidence-based data to support new or innovative ways to care for patients with chronic disease

References

Abidi, S. (2017). A knowledge-modeling approach to integrate multiple clinical practice guidelines to provide evidence-based clinical decision support for managing comorbid conditions. Journal of Medical Systems, 41(12), 1-19.

Anderson, B. A. (2015). Caring for Vulnerable Populations: The Role of the DNP-Prepared Nurse. Caring for the Vulnerable: Perspectives in Nursing Theory, Practice and Research, 441.

Davidson, P. M., Newton, P. J., Tankumpuan, T., Paull, G., & Dennison-Himmelfarb, C. (2015). Multidisciplinary management of chronic heart failure: principles and future trends. Clinical therapeutics, 37(10), 2225-2233.

Carolyn Smith

replied toJennifer Murillo

Jul 27, 2022, 3:36 AM

Replies to Jennifer Murillo

Jennifer I agree with you that evidence-based practice (EBP) uses current best evidence in guiding health care decisions. EBP deploys scientific knowledge in nursing practice. As a result, healthcare organizations with EBP reduces chances of making mistakes when attending to their patients. Identifying practices and programs tested are some of the critical steps of implementing EBP. Healthcare organizations depend on nursing leadership in implementing evidence-based practice. Successful implementation of EBP demands interference with the normal operations within a facility (Camargo et al., 2018). Unfortunately, some people are uncomfortable with change. However, leaders rely on stakeholders to implement the proposed change. Therefore, nursing leaders take adequate time to convince key stakeholders about the importance of the proposed change. Doctorally prepared nurses are best suited to team up with nursing leaders to implement EBP (Melnyk et al., 2018). These healthcare professionals have adequate experience and insights to guide other stakeholders in deploying change. The success of the proposed initiative depends on the goodwill and support from other agents of change.

References

Camargo, F. C., Iwamoto, H. H., Galvão, C. M., Pereira, G. D. A., Andrade, R. B., & Masso, G. C. (2018). Competences and barriers for the evidence-based practice in nursing: an integrative review. Revista brasileira de enfermagem, 71, 2030-2038. https://doi.org/10.1590/0034-7167-2016-0617

Melnyk, B. M., Gallagher‐Ford, L., Zellefrow, C., Tucker, S., Van Dromme, L., & Thomas, B. K. (2018). Outcomes from the first helene fuld health trust national institute for evidence‐based practice in nursing and healthcare invitational expert forum. Worldviews on Evidence‐Based Nursing, 15(1), 5-15. https://doi.org/10.1111/wvn.12272

Asiatu Seisay

replied toJennifer Murillo

Jul 27, 2022, 6:31 AM

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Replies to Jennifer Murillo

Hi,

Healthcare providers, particularly Doctorally prepared nurses must remain abreast of

current innovations, literature and research to transform the landscape of health care and produce

positive patient health outcomes among populations. The application of evidence-based practice

in delivering care and quality improvement projects produces effective care services in patients.

Patients with Congestive Heart Failure (CHF) are among those who benefit from the practice. I

agree that the invention of multidisciplinary action plans help to improve health outcomes among

patients with the condition (Vallabhajosyula Barsness & Vallabhajosyula, 2019). It is true that

the integration of knowledge from different specialists minimizes chances of hospital

admissions.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

Also Check Out: DNP-810 Topic 7 DQ 1 What is the impact of chronic disease on both increased health care expenditures and wasted resources?